Research Question: What is proficiency and what is it compared to? Author: KATIE DELANEY
Scholarly Article:
Steedle, Jeffrey, Heather Kugelmass, and Alex Nemeth. “What Do They Measure? Comparing Three Learning Outcomes Assessments.” Change 42, no. 4 (August 2010): 33–37.
Summary: “What Do They Measure? Comparing Three Learning Outcomes” is a scholarly article regarding standardized test scores and how different types of tests vary and compare. The article proposes that standardized tests serve two purposes- to share with policymakers for student accountability purposes and to be used by colleges to assess and to approve general education programs. The standardized tests are based on two indications- test validity and test reliability. It states that studies have shown that scores were higher and more reliable when class size is no more than fifty students. The article also compares three exams- the Collegiate Assessment of Academic Proficiency (CAAP) from the ACT, the Collegiate Learning Assessment (CLA) and the ETS Proficiency Profile. It then goes on to criticize how tests like these can not evenly be compared based on different scoring methods and assessment material. It concludes that these tests cannot be considered equal in the scoring process, but each accurately determines a student’s academic achievement.
Reaction: I found this article to be very interesting and informative. The contrasts between the three exams scoring methods were surprising to me. However, it was comforting to read that the stress over standardized testing is not for nothing, colleges actually utilize the test scores to alter and improve curriculum and student achievement. Overall, the article was very useful for the topic that my group is researching.
Summary: This article talks about former President Bush’s take on standardized testing as well as a brief history of standardized testing. It states that test results will allow schools to measure the performance of individual students, schools, and school districts. These scores can then determine the economic future of schools that are below proficiency and those that are considered failing schools. The tests standards (proficient/ not proficient) are determined and set by the government. Officials make the decision of what scores are acceptable and deserving of governmental funding, and which ones are not.
Reaction: I thought this article was informative; however, a bit confusing. It was useful in researching my topic, though. It provided me with necessary background information of the origin standardized tests. It allowed me to look at Bush’s methods, ones that I was too young to understand at the time, and to now mentally compare them to standardized testing methods today.
Analysis Article:
Schneider, Mark. “The Proficiency Delusion: Isn’t It Time to Leave Some Tests Behind?” Education Week 29, no. 23 (March 3, 2010): 32–24.
Summary: This analysis article focused on the comparison of the National Assessment of Educational Progress’ (NAEP) proficiency standards and state-set proficiency standards. The analysis found that the NAEP’s proficiency standards are “aspirational”- they set the standards very high- which results in low proficiency in states that set their standards much lower. The author of this analysis suggests that if there is a “national cut score” initiated, then states that set high standards for their students (such as Massachusetts) will have “the freedom to exceed it.” Overall, this analysis suggests that if there are set standardized, rather than state-chosen standards, the proficiency of the nation as a whole will be much higher in basic skills internationally.
Reaction: This analysis was very informative. It provided me with all of the information I needed for my topic, summed up in three short, succinct pages. The author made very valid and supported points. This analysis was very helpful in answering my proposed question.
Editorial Article:
Farley, T. (2008, November 19). 'Standardized,' You Say?. Education Week. pp. 22-23.
Summary: This editorial article is about the uselessness of standardized testing. Ironically, the author of the editorial scores open-ended questions on standardized tests, but disagrees with the concept of them. He believes that “test scoring is akin to a scientific experiment in which everything is a variable.” He thinks that there are too many variables- time of the day the test was taken, where the test was taken, the understanding of the scoring by temporarily-hired scorers, etc. Thus, he does not approve of such testing.
Reaction: This editorial was intriguing. It was rather comical that someone, whose profession is scoring standardized tests, would degrade them. Personally, I do not like editorial articles because they are, by nature, very opinionated and biased; however, I completely agree with this editorial. I think that standardized testing is an inaccurate method to test students proficiency and intelligence.
Overall Reaction to Your Research
My research has taught me a lot about my original question: "What is proficiency and what is it compared to?" Before researching this topic, I was unaware that states could choose their own common score standard regardless of standards that the NAEP has set. Overall, I have learned that standardized testing and proficiency are very controversial topics in politics today. Some may like them, some may hate them, but studies have shown that standardized test accurately predict graduation and college acceptance rates.
Relevance in Rhode Island Schools
Standardized testing has affected and always will affect Rhode Island, as well as every other state in the United States. Without standardized test scores, Rhode Island schools would not get the governmental funding needed in order to stay afloat. The higher the test scores, the more funding a school will receive.
Relevance to Charter Schools
Similar to the affects standardized testing has on Rhode Island schools, test scores also affect the amount of funding charter schools receive. If a charter schools test scores are below proficiency/ failing, the charter school may lose its funding, as well as its charter.
Author: KATIE DELANEY
Scholarly Article:
Steedle, Jeffrey, Heather Kugelmass, and Alex Nemeth. “What Do They Measure? Comparing Three Learning Outcomes Assessments.” Change 42, no. 4 (August 2010): 33–37.
Summary:
“What Do They Measure? Comparing Three Learning Outcomes” is a scholarly article regarding standardized test scores and how different types of tests vary and compare. The article proposes that standardized tests serve two purposes- to share with policymakers for student accountability purposes and to be used by colleges to assess and to approve general education programs. The standardized tests are based on two indications- test validity and test reliability. It states that studies have shown that scores were higher and more reliable when class size is no more than fifty students. The article also compares three exams- the Collegiate Assessment of Academic Proficiency (CAAP) from the ACT, the Collegiate Learning Assessment (CLA) and the ETS Proficiency Profile. It then goes on to criticize how tests like these can not evenly be compared based on different scoring methods and assessment material. It concludes that these tests cannot be considered equal in the scoring process, but each accurately determines a student’s academic achievement.
Reaction:
I found this article to be very interesting and informative. The contrasts between the three exams scoring methods were surprising to me. However, it was comforting to read that the stress over standardized testing is not for nothing, colleges actually utilize the test scores to alter and improve curriculum and student achievement. Overall, the article was very useful for the topic that my group is researching.
Summary Essay (CQ Researcher Report):
Jost, K. (2001, April 20). Testing in schools. CQ Researcher, 11, 321-344. Retrieved from http://library.cqpress.com/cqresearcher/
Summary:
This article talks about former President Bush’s take on standardized testing as well as a brief history of standardized testing. It states that test results will allow schools to measure the performance of individual students, schools, and school districts. These scores can then determine the economic future of schools that are below proficiency and those that are considered failing schools. The tests standards (proficient/ not proficient) are determined and set by the government. Officials make the decision of what scores are acceptable and deserving of governmental funding, and which ones are not.
Reaction:
I thought this article was informative; however, a bit confusing. It was useful in researching my topic, though. It provided me with necessary background information of the origin standardized tests. It allowed me to look at Bush’s methods, ones that I was too young to understand at the time, and to now mentally compare them to standardized testing methods today.
Analysis Article:
Schneider, Mark. “The Proficiency Delusion: Isn’t It Time to Leave Some Tests Behind?” Education Week 29, no. 23 (March 3, 2010): 32–24.
Summary:
This analysis article focused on the comparison of the National Assessment of Educational Progress’ (NAEP) proficiency standards and state-set proficiency standards. The analysis found that the NAEP’s proficiency standards are “aspirational”- they set the standards very high- which results in low proficiency in states that set their standards much lower. The author of this analysis suggests that if there is a “national cut score” initiated, then states that set high standards for their students (such as Massachusetts) will have “the freedom to exceed it.” Overall, this analysis suggests that if there are set standardized, rather than state-chosen standards, the proficiency of the nation as a whole will be much higher in basic skills internationally.
Reaction:
This analysis was very informative. It provided me with all of the information I needed for my topic, summed up in three short, succinct pages. The author made very valid and supported points. This analysis was very helpful in answering my proposed question.
Editorial Article:
Farley, T. (2008, November 19). 'Standardized,' You Say?. Education Week. pp. 22-23.
Summary:
This editorial article is about the uselessness of standardized testing. Ironically, the author of the editorial scores open-ended questions on standardized tests, but disagrees with the concept of them. He believes that “test scoring is akin to a scientific experiment in which everything is a variable.” He thinks that there are too many variables- time of the day the test was taken, where the test was taken, the understanding of the scoring by temporarily-hired scorers, etc. Thus, he does not approve of such testing.
Reaction:
This editorial was intriguing. It was rather comical that someone, whose profession is scoring standardized tests, would degrade them. Personally, I do not like editorial articles because they are, by nature, very opinionated and biased; however, I completely agree with this editorial. I think that standardized testing is an inaccurate method to test students proficiency and intelligence.
Overall Reaction to Your Research
My research has taught me a lot about my original question: "What is proficiency and what is it compared to?" Before researching this topic, I was unaware that states could choose their own common score standard regardless of standards that the NAEP has set. Overall, I have learned that standardized testing and proficiency are very controversial topics in politics today. Some may like them, some may hate them, but studies have shown that standardized test accurately predict graduation and college acceptance rates.
Relevance in Rhode Island Schools
Standardized testing has affected and always will affect Rhode Island, as well as every other state in the United States. Without standardized test scores, Rhode Island schools would not get the governmental funding needed in order to stay afloat. The higher the test scores, the more funding a school will receive.
Relevance to Charter Schools
Similar to the affects standardized testing has on Rhode Island schools, test scores also affect the amount of funding charter schools receive. If a charter schools test scores are below proficiency/ failing, the charter school may lose its funding, as well as its charter.